UNDERSTANDING BY
DESIGN® FRAMEWORK
BY JAY MCTIGHE AND
GRANT WIGGINS
INTRODUCTION: WHAT IS UbD™ FRAMEWORK?
The Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its
two key ideas are contained in the title: 1) focus on teaching and assessing for
understanding and learning transfer, and 2) design curriculum “backward” from
those ends.
The UbD framework is based on seven key tenets:
1.Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process
or prescriptive recipe.
2.The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning
(i.e., the ability to effectively use content knowledge and skill).
3. Understanding is revealed when students autonomously make sense of and
transfer their learning through authentic performance. Six facets of understanding—the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.
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4. Effective curriculum is planned backward from long-term, desired results
through a three-stage design process (Desired Results, Evidence, and
Learning Plan). This process helps avoid the common problems of treating
the textbook as the curriculum rather than a resource, and activity-oriented
teaching in which no clear priorities and purposes are apparent.
5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not just
teaching (and assuming that what was taught was learned); they always aim
and check for successful meaning making and transfer by the learner.
6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.
7.The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—inform
needed adjustments in curriculum as well as instruction so that student learning
is maximized.
The Understanding by Design framework is guided by the confluence of evidence
from two streams—theoretical research in cognitive psychology, and results of student
achievement studies. A summary of the key research that undergirds UbD framework
can be found at www.ascd.org under Research A Topic.
The Three Stages of
Backward Design
The UbD framework offers a three-stage
backward design process for curriculum
planning, and includes a template and set
of design tools that embody the process.
A key concept in UbD framework is alignment (i.e., all three stages must clearly
align not only to standards, but also to one
another). In other words, the Stage 1 content and understanding must be what is
assessed in Stage 2 and taught in Stage 3.
Stage 1—Identify Desired Results
Key Questions: What should students
know, understand, and be able to do?
What is the ultimate transfer we seek as a
result of this unit? What enduring understandings are desired? What essential
questions will be explored in-depth and
provide focus to all learning?
In the first stage of backward design, we
consider our goals, examine established
content standards (national, state, province, and district), and review curriculum
expectations. Because there is typically
more content than can reasonably be
addressed within the available time,
teachers are obliged to make choices.
This first stage in the design process calls
for clarity about priorities.
Learning priorities are established by
long-term performance goals—what it is
we want students, in the end, to be able
to do with what they have learned. The
bottom-line goal of education is transfer.
The point of school is not to simply excel
in each class, but to be able to use one’s
learning in other settings. Accordingly,
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Stage 1 focuses on “transfer of learning.” Essential companion questions are used to
engage learners in thoughtful “meaning making” to help them develop and deepen
their understanding of important ideas and processes that support such transfer.
Figure 1 contains sample transfer goals and Figure 2 shows sample understandings
and essential questions.
FIGURE 1—SAMPLE TRANSFER GOALS
Discipline/Subject/Skill
Mathematics
Transfer Goals
• Apply mathematical knowledge, skill, and reasoning to solve real-world problems.
Writing
• Effectively write for various audiences to explain
(narrative, expository), entertain (creative), persuade (persuasive), and help others perform a
task (technical).
History
• Apply lessons of the past (historical patterns) to
current and future events and issues.
• Critically appraise historical claims.
Arts
• Create and perform an original work in a
selected medium to express ideas or evoke
mood and emotion.
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FIGURE 2—SAMPLE UNDERSTANDINGS AND
ESSENTIAL QUESTIONS
Understandings
Essential Questions
Great literature explores universal themes of human existence
and can reveal truths through
fiction.
How can stories from other places and times
relate to our current lives?
Quantitative data can be
collected, organized, and
displayed in a variety of ways.
Mathematical ideas can be represented numerically, graphically, or symbolically.
What’s the best way of showing (or representing) ______________?
The geography, climate, and
natural resources of a region
influence the culture, economy,
and lifestyle of its inhabitants.
How does where we live influence how we
live?
The relationship between the
arts and culture is mutually
dependent; culture affects the
arts, and the arts reflect and
preserve culture.
In what ways do the arts reflect as well as
shape culture?
In what other way(s) can this be
represented?
Important knowledge and skill objectives, targeted by established standards, are also
identified in Stage 1. An important point in the UbD framework is to recognize that
factual knowledge and skills are not taught for their own sake, but as a means to larger
ends. Acquisition of content is a means, in the service of meaning making and transfer.
Ultimately, teaching should equip learners to be able to use or transfer their learning (i.e.,
meaningful performance with content). This is the result we always want to keep in mind.
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Stage 2—Determine
Assessment Evidence
Key Questions: How will we know if students have achieved the desired results?
What will we accept as evidence of student understanding and their ability to use
(transfer) their learning in new situations?
How will we evaluate student performance
in fair and consistent ways?
Backward design encourages teachers
and curriculum planners to first think like
assessors before designing specific units
and lessons. The assessment evidence we
need reflects the desired results identified
in Stage 1. Thus, we consider in advance
the assessment evidence needed to
document and validate that the targeted
learning has been achieved. Doing so
invariably sharpens and focuses teaching.
In Stage 2, we distinguish between two
broad types of assessment—performance
tasks and other evidence. The performance tasks ask students to apply their
learning to a new and authentic situation
as means of assessing their understanding and ability to transfer their learning.
In the UbD framework, we have identified
six facets of understanding for assessment
purposes. When someone truly understands, they
• Can explain concepts, principles, and
processes by putting it their own words,
teaching it to others, justifying their
answers, and showing their reasoning.
• Can interpret by making sense of data,
text, and experience through images,
analogies, stories, and models.
• Can apply by effectively using and
adapting what they know in new and
complex contexts.
• Demonstrate perspective by seeing
the big picture and recognizing different points of view.
• Display empathy by perceiving
sensitively and walking in someone
else’s shoes.
• Have self-knowledge by showing
meta-cognitive awareness, using
productive habits of mind, and reflecting on the meaning of the learning
and experience.
Keep the following two points in mind
when assessing understanding through
the facets:
1. All six facets of understanding need
not be used all of the time in assessment. In mathematics, application,
interpretation, and explanation are the
most natural, whereas in social studies,
empathy and perspective may be added
when appropriate.
2. Performance tasks based on one or
more facets are not intended for use in
daily lessons. Rather, these tasks should
be seen as culminating performances for
a unit of study. Daily lessons develop the
related knowledge and skills needed for
the understanding performances, just as
practices in athletics prepare teams for
the upcoming game.
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In addition to performance tasks, Stage 2
includes other evidence, such as traditional quizzes, tests, observations, and
work samples to round out the assessment picture to determine what students
know and can do. A key idea in backward
design has to do with alignment. In other
words, are we assessing everything that
we are trying to achieve (in Stage 1), or
only those things that are easiest to test
and grade? Is anything important slipping through the cracks because it is not
being assessed? Checking the alignment
between Stages 1 and 2 helps ensure
that all important goals are appropriately
assessed, resulting in a more coherent
and focused unit plan.
Stage 3—Plan Learning
Experiences and Instruction
Key Questions: How will we support learners as they come to understand important
ideas and processes? How will we prepare
them to autonomously transfer their learning? What enabling knowledge and skills
will students need to perform effectively
and achieve desired results? What activities, sequence, and resources are best
suited to accomplish our goals?
In Stage 3 of backward design, teachers
plan the most appropriate lessons and
learning activities to address the three
different types of goals identified in
Stage 1: transfer, meaning making, and
acquisition (T, M, and A). We suggest
that teachers code the various events
in their learning plan with the letters T,
M, and A to ensure that all three goals
are addressed in instruction. Too often,
teaching focuses primarily on presenting
information or modeling basic skills for
acquisition without extending the lessons
to help students make meaning or transfer the learning.
Teaching for understanding requires that
students be given numerous opportunities
to draw inferences and make generalizations for themselves (with teacher support). Understanding cannot simply be
told; the learner has to actively construct
meaning (or misconceptions and forgetfulness will ensue). Teaching for transfer
means that learners are given opportunities to apply their learning to new situations and receive timely feedback on
their performance to help them improve.
Thus, the teacher’s role expands from
solely a “sage on the stage” to a facilitator of meaning making and a coach giving
feedback and advice about how to use
content effectively.
SUMMARY
We have included a summary of the key
ideas in UbD framework as a figure (see
“UbD in a Nutshell”) in Appendix A at
the end of this paper. Also see “Learning
Goals and Teaching Roles” in Appendix B
for a detailed account of the three interrelated learning goals.
FREQUENTLY ASKED
QUESTIONS
Over the years, educators have posed the
following questions about the UbD framework. We provide brief responses to each
question and conclude with thoughts
about moving forward.
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1. This three-stage planning
approach makes sense. So, why do
you call it “backward” design?
We use the term “backward” in two ways:
1. Plan with the end in mind by first clarifying the learning you seek—the learning
results (Stage 1). Then, think about the
assessment evidence needed to show that
students have achieved that desired learning (Stage 2). Finally, plan the means to
the end—the teaching and learning activities and resources to help them achieve
the goals (Stage 3). We have found that
backward design, whether applied by
individual teachers or district curriculum
committees, helps avoid the twin sins of
activity-oriented and coverage-oriented
curriculum planning.
2. Our second use of the term refers to
the fact that this approach is backward to
the way many educators plan. For years,
we have observed that curriculum planning often translates into listing activities
(Stage 3), with only a general sense of
intended results and little, if any, attention to assessment evidence (Stage 2).
Many teachers have commented that the
UbD planning process makes sense, but
feels awkward because it requires a break
from comfortable planning habits.
2. I have heard that the UbD
framework de-emphasizes the
teaching of content knowledge
and skill to focus on more general
understanding. Is this your
recommendation?
On the contrary, the UbD framework
requires that unit designers specify what
students will know and be able to do
(knowledge and skills) in Stage 1. However,
we contend that content acquisition is a
means, not an end. The UbD framework
promotes not only acquisition, but also the
student’s ability to know why the knowledge and skills are important, and how
to apply or transfer them in meaningful,
professional, and socially important ways.
3. Should you use the three-stage
backward design process and the
UbD template for planning lessons
as well as units?
Careful lesson planning is essential to
guide student learning. However, we do
not recommend isolated lesson planning
separate from unit planning. We have
chosen the unit as a focus for design
because the key elements of the UbD
framework—understandings, essential
questions, and transfer performance
tasks—are too complex and multifaceted to be satisfactorily addressed within
a single lesson. For instance, essential
questions are meant to be explored and
revisited over time, not answered by the
end of a single class period.
Nonetheless, the larger unit goals provide
the context in which individual lessons are
planned. Teachers often report that careful
attention to Stages 1 and 2 sharpens their
lesson planning, resulting in more purposeful teaching and improved learning.
4. What is the relationship between
the Six Facets of Understanding
and Bloom’s Taxonomy?
Although both function as frameworks
for assessment, one key difference is that
Bloom’s Taxonomy presents a hierarchy of
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cognitive complexity. The taxonomy was initially developed for analyzing the demands
of assessment items on university exams.
The Six Facets of Understanding were
conceived as six equal and suggestive
indicators of understanding, and thus are
used to develop, select, or critique assessment tasks and prompts. They were never
intended to be a hierarchy. Rather, one
selects the appropriate facet(s) depending on the nature of the content and the
desired understandings about it.
5. I find it hard to use all Six Facets
of Understanding in a classroom
assessment. How can I do this?
We have never suggested that a
teacher must use all of the facets when
assessing students’ understanding. For
example, an assessment in mathematics
might ask students to apply their understanding of an algorithm to a real-world
problem and explain their reasoning. In
history, we might ask learners to explain
a historical event from different perspectives. In sum, we recommend that
teachers use only the facet or facets that
will provide appropriate evidence of the
targeted understanding.
6. Our national/state/provincial
tests use primarily multiple-choice
and brief, constructed response
items that do not assess for deep
understanding in the way that you
recommend. How can we prepare
students for these high-stakes standardized tests?
For many educators, instruction and
assessing for understanding are viewed
as incompatible with high-stakes
accountability tests. This perceived
incompatibility is based on a flawed
assumption that the only way to raise test
scores is to cover those things that are
tested and practice the test format. By
implication, there is no time for or need
to engage in in-depth instruction that
focuses on developing and deepening
students’ understanding of big ideas.
Although it is certainly true that we are
obligated to teach to established standards, it does not follow that the best
way to meet those standards is merely to
mimic the format of a standardized test,
and use primarily low-level test items
locally. Such an approach mistakes the
measures for the goals—the equivalent
of practicing for your annual physical
exam to improve your health!
In other words, the format of the test
misleads us. Furthermore, the format
of the test causes many educators to
erroneously believe that the state test or
provincial exam only assesses low-level
knowledge and skill. This, too, is false.
Indeed, the data from released national
tests show conclusively that the students
have the most difficulty with those items
that require understanding and transfer,
not recall or recognition.
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7. Are textbooks important
in the implementation of
UbD framework?
Textual materials can provide important
resources for teachers. However, it is not
a teacher’s job to cover a book page-bypage. A textbook should be viewed as a
guide, not the curriculum. A teacher’s job
is to teach to established standards using
the textbook and other resources in support of student learning.
Major textbook companies have worked
to integrate UbD approaches into their
materials. When well done, such textbooks can be very helpful. Educators
are encouraged to carefully examine
textbooks and use them as a resource for
implementing the curriculum, rather than
as the sole source.
8. Is the UbD framework
appropriate for mathematics?
Some educators have questioned the
use of the UbD framework in mathematics (and other skill-focused areas, such
as world languages or early literacy). The
most commonly expressed concern is
that the UbD framework seems to stress
understanding to the exclusion of basic
knowledge and skills.
The suggestion that UbD framework
does not recognize the need for learners to develop basic knowledge and
skills could not be further from the truth!
Indeed, the UbD Unit Planning Template
in Stage 1 calls for teachers to identify
the important things students should
know (e.g., multiplication tables) and
be able to do (e.g., division). While
acknowledging the importance of the
basics, UbD framework also emphasizes
understanding of conceptually larger
ideas (e.g., equivalence and modeling)
and processes (e.g., problem solving and
mathematical reasoning). This is a point
repeatedly stressed in the new Common
Core Mathematics Standards.
The distinction between basic knowledge and understanding is important not
only for curriculum planning, but also for
pedagogy. Effective educators know from
research that rote learning of mathematical facts and skills does not promote
mathematical reasoning, problem solving, or the capacity to transfer learning.
In fact, test score analysis repeatedly
shows that although learners may be
able to solve a decontextualized problem
that resembles ones that they learned in
a mechanical way, they are often unable
to apply the same facts and skills to a
novel problem or more complex situation. Moreover, superficial learning in a
rote fashion leaves students unable to
explain their reasoning or the meaning of
the concepts involved.
These symptoms point to an essential
goal of UbD framework—teaching so students understand and can transfer
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their mathematics learning to new situations. Because knowledge acquired in
a rote manner rarely transfers, there is a
need to develop understanding of the
larger concepts and processes along with
the basics.
Note: For a good example of an Algebra
1 course designed using the UbD framework, we encourage readers to visit the
following website and click on “Sample
Algebra Course” to download a PDF file.
This example shows how UbD framework
should be applied in mathematics:
www.acps.k12.va.us/curriculum/design.
9. What does it take for a school or
district to successfully implement
the UbD framework?
We propose three general requirements
for successful implementation of the UbD
framework.
1. Help the key constituents (administrators, teachers, parents, students, and the
general public) understand the rationale
for and the requirements of the UbD
framework prior to moving forward.
Without sufficient time to disseminate
basic information and offer necessary
training, key constituents may form opinions based on misconceptions or inaccurately conclude that the UbD framework
is too demanding or irrelevant to their
needs.
2. Teachers must have access to highquality UbD curriculum materials. Weak or
flawed examples convey the wrong idea
of what UbD curriculum should look like,
and teachers who use imperfect resources
will have negative experiences that hurt
the overall reform effort designed to influence student learning. Time is once again
an important factor here; we know from
years of experience that it takes time to
develop high-quality curriculum using the
UbD framework.
3. Long-term and ongoing professional
development is essential to ensure that
all teachers and administrators have sufficient expertise to implement the UbD
framework with fidelity.
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For Further Information
Additional information about the Understanding by Design framework is available
through the following publications.
McTighe, J., & Wiggins, G. (1999). Understanding by Design professional development
workbook. Alexandria, VA: ASCD.
http://shop.ascd.org/ProductDetail.aspx?ProductId=411
Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and
Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.
http://shop.ascd.org/productdisplay.cfm?productid=105004
Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd edition).
Alexandria, VA: ASCD.
http://shop.ascd.org/ProductDetailCross.aspx?ProductId=406
Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, achievement.
Alexandria, VA: ASCD.
http://shop.ascd.org/ProductDetailCross.aspx?ProductId=822
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating highquality units. Alexandria, VA: ASCD.
http://www.ascd.org/publications/books/109107.aspx
Understanding by Design® and UbD™ are trademarks owned by ASCD and may not
be used without written permission from ASCD.
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Page 11
APPENDIX A
UBD IN A NUTSHELL
Stage 1: Desired Results
The Seven Tenets of the UbD Framework
What long-term transfer goals are targeted?
What meanings should students make in order to arrive at
important understandings?
What essential questions will students explore?
What knowledge and skill will students acquire?
What established goals/standards are targeted?
1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework
helps this process without offering a rigid process or
prescriptive recipe.
Stage 2: Evidence
What performances and products will reveal evidence of
meaning-making and transfer?
By what criteria will performance be assessed, in light of
Stage 1 desired results?
What additional evidence will be collected for all Stage 1
desired results?
Are the assessments aligned to all Stage 1 elements?
Stage 3: Learning Plan
What activities, experiences, and lessons will lead to
achievement of the desired results and success at the
assessments?
How will the learning plan help students with acquisition,
meaning-making, and transfer?
How will the unit be sequenced and differentiated to optimize
achievement for all learners?
How will progress be monitored?
Are the learning events in Stage 3 aligned with Stage 1 goals
and Stage 2 assessments?
2.The UbD framework helps to focus curriculum and teaching
on the development and deepening of student understanding and transfer of learning (i.e., the ability to effectively
use content knowledge and skill).
3. Understanding is revealed when students autonomously
make sense of and transfer their learning through
authentic performance. Six facets of understanding—the
capacity to explain, interpret, apply, shift perspective,
empathize, and self-assess—can serve as indicators of
understanding.
4. Effective curriculum is planned backward from long-term,
desired results through a three-stage design process
(Desired Results, Evidence, and Learning Plan). This
process helps avoid the common problems of treating the
textbook as the curriculum rather than a resource, and
activity-oriented teaching in which no clear priorities and
purposes are apparent.
5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus
on ensuring that learning happens, not just teaching
(and assuming that what was taught was learned); they
always aim and check for successful meaning making
and transfer by the learner.
6. Regularly reviewing units and curriculum against design
standards enhances curricular quality and effectiveness,
and provides engaging and professional discussions.
7. The UbD framework reflects a continual improvement
approach to student achievement and teacher craft. The
results of our designs—student performance—inform
needed adjustments in curriculum as well as instruction so
that student learning is maximized.
Source: Adapted from Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units.
Alexandria, VA: ASCD.
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APPENDIX B
LEARNING GOALS AND TEACHING ROLES
Learning Goals and Teaching Roles
Three Interrelated
Learning Goals
Note: These three goals are of
course interrelated. However,
there is merit in distinguishing them to sharpen and focus
teaching and assessment.
Teacher Role/
Instructional
Strategies
Note: Like the above
learning goals, these
three teaching roles
(and their associated
methods) work together in pursuit of identified learning results.
ACQUIRE
This goal seeks to help
learners acquire factual
information and basic
skills.
Direct Instruction
In this role, the teacher’s primary role is to inform the learners through explicit instruction
in targeted knowledge and skills;
differentiating as needed.
Strategies include:
❍ diagnostic assessment
❍ lecture
❍ advanced organizers
❍ graphic organizers
❍ questioning (convergent)
❍ demonstration/modeling
❍ process guides
❍ guided practice
❍ feedback, corrections
❍ differentiation
MAKE MEANING
TRANSFER
This goal seeks to help students
construct meaning (i.e., come to an
understanding) of important ideas
and processes.
This goal seeks to support
the learner’s ability to
transfer their learning
autonomously and effectively in new situations.
Facilitative Teaching
Teachers in this role engage the learners in
actively processing information and guide
their inquiry into complex problems, texts,
projects, cases, or simulations; differentiating
as needed.
Strategies include:
❍ diagnostic assessment
❍ using analogies
❍ graphic organizers
❍ questioning (divergent) & probing
❍ concept attainment
❍ inquiry-oriented approaches
❍ Problem-Based Learning
❍ Socratic Seminar
❍ Reciprocal Teaching
❍ formative (on-going) assessments
❍ understanding notebook
❍ feedback/ corrections
❍ rethinking and reflection prompts
❍ differentiated instruction
Coaching
In a coaching role, teachers
establish clear performance
goals, supervise on-going
opportunities to perform
(independent practice) in
increasingly complex situations,
provide models and give ongoing feedback (as personalized
as possible). They also provide
“just in time teaching” (direct
instruction) when needed.
Strategies include:
❍ on-going assessment
❍ providing specific
feedback in the context
of authentic application
❍ conferencing
❍ prompting self assessment and reflection
Source: Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality
© 2011 Grant Wiggins and Jay McTighe
units. Alexandria, VA: ASCD.
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